本研究旨在瞭解高職階段輕度智障學生性教育的需求、高職階段智障學生家長及其教師教導經驗的情形以及實施性教育方法等的看法、並瞭解高職階段智障學生家長及其教師是否符應了學生的需求。
為達上述目的，隨機抽取台灣地區高職特教實驗班的學生235人、高職特教實驗班和啟智學校高職部學生家長276人、高職特教實驗班和啟智學校高職部教師245人等為研究對象，使用自編之「高職階段學生性教育之調查問卷」及「高職階段智障學生性教育實施之調查問卷」為研究工具。獲致的主要研究結果顯示：
(一) 學生的性教育需求
在性主題的興趣方面：男生感興趣的主題數顯著多於女生；在曾經做過的事方面：在同性關係經驗的部份，女生的經驗得分顯著高於男生；在性訊息的來源方面：男女學生皆以電視居多；在求助對象方面：男女學生皆以爸爸媽媽居多；在性教育教導方法方面：男女學生皆認為以錄影帶教學居多；在上性教育的意願方面：男女學生的意願大多是「希望」。
（二）家長和教師的教導經驗
1. 教導內容，高職特教實驗班的家長和教師在教導內容的多樣性顯著多於啟智學校高職部的家長和教師。
2.教導方法，家長方面以口頭說明和社會新聞例子為主，而教師則以口頭說明和錄影帶教學為主，符合學生的需要。
3.學生有興趣的主題，就讀高職特教實驗班的學生感興趣的主題數顯著多於啟智學校高職部的學生。
4.與性相關行為的頻率，在性騷擾行為方面，就讀啟智學校高職部的學生其性騷擾行為頻率顯著多於高職特教實驗班的學生；在戀愛行為方面，在家中，就讀高職特教實驗班的子女其戀愛行為頻率顯著多於啟智學校高職部的子女，在學校方面則相反。
5.處理與性相關行為的方式，家長和教師皆以個別教導居多。
6.遭遇的困難，以社會環境的污染、教材的缺乏以及教法的不熟悉為主。
（三）家長和教師以及學生對實施性教育的看法
1.實施時間，教師近半數認為智障者從國小階段開始接受性教育是最適當的，然而，學生的意願與家長則是較相符合的，認為從國中階段開始較適合。
2.上課方式，教師和家長認為上課的方式採「部份敏感性課程分開上」居多，然而學生方面則是，六成男生傾向於「全部課程男女合班上」居多；女生則是以「全部課程男女分開上」居多。
3.課程開設方式，近半數的家長的看法是開設一門性教育的課，而教師則認為放進若干相關課程裡。
4.教導人員，近半數的教師與家長的看法是若干相關課程的教師，而學生的意願則是以護理老師居多。
5.教導人員的性別需求性，教師近半數認為不需要與學生相同性別；高職特教實驗班的家長以不需要的意見居多，而啟智學校高職部的家長六成則認為需要；學生方面，男生較傾向於沒意見，女生六成則傾向於需要。
6.課程的內容，高職特教實驗班的家長和教師在課程內容的實施的主題數顯著多於啟智學校高職部的家長和教師。
（四）在性教育內容的主題上，家長和教師符應學生的情形
教師和家長在教學主題上與學生的需求未達顯著相關。

The purpose of this study was to understand the fitness of teaching approaches for the needs of MR students in vocational high schools and special schools. A questionnaire developed by the researcher was used to survey students’ needs for sex education. The experience and perspectives from parents and teachers on sexual instruction were also investigated. A sample of 235 students, 276 parents, and 245 teachers participated in this study. The results were substantiated as follows according to three dimensions of this questionnaire.
The needs of sex education for students. Basically, most students expected to receive sex education. Males were interested in more sex education topics than females. Females had better experience with same sex than males. Most students got sexual information from TV and usually asked for help from their parents while facing sexual problems. Video teaching was the popular approach to acquire sexual knowledge from teachers in the class. Most students had willingness to attend sex education classes.
The instructive experience of parents and teachers. The parents and teachers gave more diverse instructions in vocational schools than in special schools. Most parents and teachers had the tendency to teach students verbally. However, parents tended to give specific examples from social news and teachers used video as their teaching instrument. The students in vocational school were more interested in sex education topics than in special school. Special school’s students had more inappropriate behaviors than the students in vocational school. Parents and teachers tended to individually instruct students’ behaviors related to sex. The main problems of implementing sex education were(i) to purify the environment of our society, (ii)to enhance teaching materials, and (iii)to improve teaching skills.
Perspectives of execution in sex education. Most teachers agreed that sex education should start from primary level, whereas teachers and students preferred the secondary levels. Both parents and teachers supported to teach different genders in separate classes on some sensitive issues. More male students than females thought it is not necessary to separate different genders while receiving sex education. Parents tended to assert that school should offer specific sex education course, whereas teachers suggested the topics related to sex can be included in life courses. Most teachers and parents thought teaching sex class were teachers who teached relevant courses, while students preferred the class taught by licensed nurses. Most female students and the parents in special schools thought teacher’s gender should be considered while choosing sex education’s instructor. Vocational school’s teachers and parents expected more sex education topics than special school’s.
To summarize the results in this study, the thinking and approaches of parents and teachers only partially matched the needs of MR students. The statistical results were inconsistently significant. Further analysis and discussion are made in this thesis.

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